Performance Task (Summary in G.R.A.S.P.S. form):(T)
Goal: The goal is to represent and create a dramatic, thematic movie clip representing an integral scene from The Great Gatsby to be used in a major motion picture. Role: You are an aspiring director hoping to make it big in Hollywood. Audience: You need to convince the director, Baz Lurhmann, to choose you as an assistant and your scene as part of his film. Situation: The director needs fresh inspiration to represent the themes of The Great Gatsby. He has asked many young directors to present their own unique view of a scene and its meanings, and to justify their choices. Product/Presentation: You will create a movie scene of your unique interpretation in order to represent your understanding of the themes and messages inherent to Fitzgerald's novel. Standards (Criteria from both rubrics - product and presentation):Product: Content - 25%, Color & Theme - 25%, Originality - 15%, Quality - 15%, Planning - 10%, Attractiveness - 10% Presentation: Stay on Topic - 10%, Comprehension - 25%, Preparedness - 20%, Enthusiasm - 15%, Speaks Clearly - 10%, Listens & Engages - 20%
Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):
Other Evidence(O
•Google Doc: Collaboratively work on a group essay where each student is assigned a color, and they must relate it to the other colors and the themes.
•bubbl.com: Create a graphic organizer comparing and contrasting different representations of the same scene.
•Prezi: Present a specific scene and zoom in on, dissect, and explain examples of how theme is represented.
•Podcast: Interview a person from the Roaring Twenties about their life, wants, desires, actions, ect.
•Blog: Relate class examples (film, novel, art) to current events and/or personal experiences. Continually update.
•iMovie: Produce a unique representation of a scene paying particular attention of angle, color, ect. to show your understanding of the subjects.
Student Self-Assessment and Reflection
Self-Assessment(SA)
• Pre-assessment: Survey on color (What is your favorite color? What does it mean to you? What can it mean to others?), class discussion on the Roaring Twenties (clothes, lifestyle, economy, ect.).
• Check for understanding: exit ticket, rubric, whisper, venn diagram, quick writes, decisions decisions
• Timely feedback: Self, Peer, Teacher
Assessment Task Blue Print
What understandings/goals will be assessed through this task?(G)
Understanding
Goal (MLR)
Students will understand that...
• recurring themes are incuded to not only instill an idea, but give insight to our and the author's world.
• color is widely used as visual representations of topics and themes.
• different representations fulfill different meanings.
• Analyze the representation of a subject or a key scene in two or more different artistic mediums, including what is emphasized or absent in each treatment.
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Big Ideas
Big Ideas
• The Great Gatsby
• Color, Theme
Through what authentic performance task will students demonstrate understandings?
Task Description:(T)
Director Baz Luhrmann has been asked to direct the next major interpretation of a major piece of American literature - F. Scott Fitzgerald's The Great Gatsby. Recruiting A-list actors like Leonardo DiCaprio, Carey Mulligan, and Tobey Maguire, Luhrmann has already finished much of the major filming and is excited to release the film for the summer season. Unfortunately, he has fallen to director's block. For many of the major scenes in the novel, he is at a loss on how to represent the scenes in his film. He is also looking for an assistant director. Luhrmann has asked multiple young directors - including you - to present their own unique interpretation of a major scene from the novel. He has asked these directors to create and send in these scenes, paying particular attention to the usage of color to represent theme, and an accurate portrayal of the time period. After he views them, he will request a personal interview where the aspiring directors will have a chance to explain their film and justify their choices. If you present what Baz Luhrmann deems to be the most appropriate, intricate, informative, and entertaining scene, it will be included in his film and you will be hired as his personal director's assistant.
What student products/performances will provide evidence of desired understandings?
Type II Product
Type of Presentation
• iMovie
• Oral Presentation
By what criteria will student products/performances be evaluated?
Stage 2 - Determine Acceptable Evidence.
Role: You are an aspiring director hoping to make it big in Hollywood.
Audience: You need to convince the director, Baz Lurhmann, to choose you as an assistant and your scene as part of his film.
Situation: The director needs fresh inspiration to represent the themes of The Great Gatsby. He has asked many young directors to present their own unique view of a scene and its meanings, and to justify their choices.
Product/Presentation: You will create a movie scene of your unique interpretation in order to represent your understanding of the themes and messages inherent to Fitzgerald's novel.
Standards (Criteria from both rubrics - product and presentation): Product: Content - 25%, Color & Theme - 25%, Originality - 15%, Quality - 15%, Planning - 10%, Attractiveness - 10%
Presentation: Stay on Topic - 10%, Comprehension - 25%, Preparedness - 20%, Enthusiasm - 15%, Speaks Clearly - 10%, Listens & Engages - 20%
•bubbl.com: Create a graphic organizer comparing and contrasting different representations of the same scene.
•Prezi: Present a specific scene and zoom in on, dissect, and explain examples of how theme is represented.
•Podcast: Interview a person from the Roaring Twenties about their life, wants, desires, actions, ect.
•Blog: Relate class examples (film, novel, art) to current events and/or personal experiences. Continually update.
•iMovie: Produce a unique representation of a scene paying particular attention of angle, color, ect. to show your understanding of the subjects.
• Check for understanding: exit ticket, rubric, whisper, venn diagram, quick writes, decisions decisions
• Timely feedback: Self, Peer, Teacher
Assessment Task Blue Print
What understandings/goals will be assessed through this task? (G)
• recurring themes are incuded to not only instill an idea, but give insight to our and the author's world.
• color is widely used as visual representations of topics and themes.
• different representations fulfill different meanings.
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Through what authentic performance task will students demonstrate understandings?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
• Color & Theme - 25%
• Originality - 15%
• Quality - 15%
• Planning - 10%
• Attractiveness - 10%
• Comprehension - 25%
• Preparedness - 20%
• Enthusiasm - 15%
• Speaks Clearly - 10%
• Listens & Engages - 20%